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All Journal Parole (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Journal of Islamic Pedagogy and Educational Development
Randi
UIN Fatmawati Sukarno Bengkulu
Religion Education Languange, Linguistic, Communication & Media Other

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PENGARUH PENERAPAN MODEL PEMBELAJARAN INKUIRI TERHADAP PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN BAHASA INDONESIA KELAS VIII DI SMP NEGERI 5 KOTA BENGKULU Intan Anggriani; khermarinah; Randi
Parole : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 9 No. 1 (2026): VOLUME 9 NOMOR 1, JANUARI 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to determine the effect of the Inquiry learning model on student achievement in Indonesian language in eighth grade at SMP Negeri 5, Bengkulu City, consisting of two classes. This study is categorized as a quantitative quasi-experimental study using the "matching-only pretest-posttest control group design." The first group (class VIII A) was given treatment (the experimental group), and the second group (class VIII C) was not given treatment (the control group). This model was supported by data collection techniques, observation, testing (pretest and posttest), and documentation. Based on the posttest results, the average score of the experimental class increased from 57.4 to 83.2, while the control class increased from 58.8 to 72.6. From these results, it can be concluded that the average score of the experimental class increased significantly compared to the control class. Furthermore, statistical tests were conducted using SPSS 27 to determine whether the hypothesis was rejected or accepted. The results of the T-test revealed a t-value of 4.520 with a significance level of 0.000. Therefore, it can be concluded that the HO is rejected and the HI is accepted, as 0.000 is less than 0.025. This indicates a significant difference between the experimental and control classes in terms of learning outcomes.
Experiences and Challenges of MTs Darussalam Teachers in Maintaining the Quality of Islamic Education Amidst Limited Supporting Facilities Randi; Afni Fatimah; Intika Leosy; Aulia Putri Densi; Yoga Fajar Pratama
Journal of Islamic Pedagogy and Educational Development Vol. 2 No. 1 (2026): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i2.33

Abstract

This research examines the lived experiences of teachers at MTs Darussalam in sustaining the quality of Islamic education despite the constraints of limited educational facilities. Islamic educational institutions are expected to integrate modern instructional practices with the cultivation of spiritual and moral values; however, insufficient resources frequently hinder teaching effectiveness and student learning outcomes. The objective of this study is to describe teachers’ experiences, identify the core challenges they encounter, and analyze the adaptive strategies they apply to uphold Islamic educational quality. A qualitative case study design was implemented, involving eight teachers selected through purposive sampling. Data were obtained through semi-structured interviews, classroom observations, and documentation of school programs, and were interpreted using thematic analysis. The findings highlight three major challenges: (1) a lack of adequate learning tools and digital media, (2) limited support for technological and digital literacy, and (3) restricted access to professional development opportunities. Nevertheless, teachers demonstrated resilience by (1) strengthening religious habituation programs, (2) adapting instructional approaches to the available facilities, and (3) fostering more intensive collaboration with parents and school committees. The study concludes that the teachers’ professional commitment and internalization of Islamic values play a crucial role in maintaining educational quality under resource-limited conditions. The results hold theoretical significance for the development of resilience models in Islamic education and offer practical recommendations for policymakers to enhance facility support and teacher training programs.
Co-Authors Afni Fatimah Aulia Putri Densi Intan Anggriani Intika Leosy khermarinah Yoga Fajar Pratama